Teaching children with dyscalculia

When teaching children who suffer from dyscalculia it is extremely important to make learning multi-sensory. Use equipment and visual aids such as dice or beads when providing instruction. This is because children with dyscalculia often find abstract calculation very difficult. If they can understand the link between real life and seemingly abstract procedures, it can make all the difference to the way in which they learn. Both visual imagery and language are important parts of internal mathematical thinking. Connecting with real objects and events helps to trigger a visual image and/or language which make sense to them. Another way to achieve this is to create a stimulating environment with wall displays which are both purposeful and well presented to encourage interaction. Explain new concepts carefully, emphasising key words, syntax and basic mathematical rules. Some children might require more explicit teaching of the principles of counting, the meanings of number symbols, how to memorise facts, or how to check and monitor procedures. Maths, perhaps more than any other subject is hierarchical in nature, therefore it is important that teachers ensure that children learn and understand essential skills and concepts as they go along. The effective monitoring of skills and understanding is crucial because if gaps in learning are not identified and addressed at an early stage difficulties may accumulate over the years as assumptions are made about a childs understanding and previous learning. This can result in compounding existing difficulties and lead to negative experiences in the classroom which then create a fear of failure and anxiety for the child. You can help children to develop their understanding by exploring and explaining what they think they have been asked to do. For example, if children do not associate values with numerals they may not go on to understand place value, and if they do not understand multiplication they may not remember multiplication facts. Linking facts with learning helps by providing an anchor for the child to return to if they become confused. In addition to this, encouraging a child to explain their answers to problems whether right or wrong will help to identify specific thought processes. It also helps find out where these processes are breaking down. Explaining why procedures work and when to use them also helps pupils to apply them correctly in different situations. Allow the use of a calculator to progress mathematical thinking, particularly where arithmetical skills are impeding overall progress. However be careful not to allow the calculator to be used as a regular crutch as this may impede learning. Finally it is also important to make use of ICT to help cement knowledge and track the progress of students. There are a lot of programmes available which focus specifically on children who have difficulties with maths (See the ICT

support section of this glog). Dyscalculia tends to be associated with a negative self-image as a learner of mathematics, so anything that builds confidence and self-esteem is likely to be helpful. Working via a computer programme allows children to work at their own pace, building secure knowledge and understanding as well as ensuring enjoyment and providing an environment where learners can take risks. Computer programmes also provide instant and regular reinforcement which is crucial when dealing with dyscalculia sufferers whilst eliminating the need to copy down work from the board which can be another problem.